Report of the Working Group on Workforce Preparation and Business Linkages

REFERENCES

1. Carl D. Perkins Vocational and Applied Technology Amendments of 1990 (Perkins 11); reauthorization of Perkins II in 1994; the School-to-Work Opportunities Act of 1994; and the Vocational and Technology Amendments of 1998 (VTEA).

2. CSU Teacher Education Annual Report, 1998-1999.

3. Lynne G. Zucker & Michael R. Darby (October 2001). Critical Path Analysis of California's Science and Technology Education System: Universities and Colleges in California. California Council on Science and Technology.

4. Chris M. Golde (January 2001). At Cross Purposes: What the Experience of Doctoral Students Reveals About Doctoral Education. Pew Charitable Trust.

5. Will Work Pay? Job Creation in the New California Economy (April 2000). The California Budget Project.

6. Chris Benner, Bob Brownstein, and Amy B. Dean (2000). Walking the Lifelong Tightrope: Negotiating Working in the New Economy. Working Partnerships USA and Economic Policy Institute.

7. Ray Kurzweil (2001). Thoughts on Where Technology is Taking Us.

8. Stephen Levy (2001). Shared Prosperity and the California Economy. Center for Conitnuing Study of the California Economy.

9. Julian R.Betts (2000). The Changing Role of Education in the California Labor Market. Public Policy Institute of California.

10. Edward C. Warburton, Rosio Bugarin, Anne-Marie Nunez (2001). MPR Associates, Inc. and National Center for Education Statistics.

11. Patricia L. de Cos (2000). Raising the Socio-Economic Status of Latinos in California: The Role of the California Community Colleges. California Research Bureau.

12. The National Alliance of Business reports that a 1998 survey of 430 CEOs of product and service companies, identified in the media as the fastest growing U.S. businesses over the last five years, found that 69% of them reported the shortage of skilled, trained workers as a barrier to growth, up 10% from the year before.

13. Laurel Adler (2000). School to Career Activities and Academic Achievement. East San Gabriel Valley Partnership.

14. Paul E. Barton (2002). Facing the Hard Facts in Education Reform: Weak Signals That Academic Achievement is Important.

15. Hilary Pennington (2002). Better and Faster: Accelerating Advancement in School and Work. Aspen Institute Congressional Seminar.

16. Students who complete programs in career tech programs have an opportunity to become apprentices immediately, earning starting pay of $17.40 per hour, with the potential to move to journeymen status and earn $30 per hour.

17. The 1960’s and the Civil Rights Movement brought to the nation’s attention that the highest percentage of students in college preparation classes were white, with minorities disproportionately assigned to the vocational track, and ultimately unable to qualify for the higher paying jobs requiring a college degree. Two educational goals quickly became “equal access” and “no tracking,” which transformed into the notion that all students must take a college prep curriculum in high school

Despite an emphasis on "at-risk" students for the last 40 years, there is still a significant gap between different ethnic groups in the numbers of students who receive high school diplomas and college degrees. For the non college bound, there has been an insufficient offering of concentrated workforce preparation programs in high schools.

18. AB 1873/School To Career

19. Jennifer Cheng (2001). At Home and in School: Racial and Ethnic Gaps in Educational Preparedness. Public Policy Institute of California.

20. CDE/It will take an additional 1,123 more counselors per year to reach the national average by 2005

21. The Designated Subjects Credential is designed for persons coming from industry without formal degrees or credentials and is currently under review by the Commission on Teacher Credentialing and the California Department of Education.

22. Increasing of Role of the Business and Higher Education Communities in Preparing Our Nations's Teachers: A Business-Higher Education Forum Initiative (2001). The National Business Alliance.

23. The STC Interagency Partnership is currently funding the Intersegmental Faculty Articulation Projects in Contextual Learning (ISFA). ISFA funds 6 pilot projects statewide which encourage articulation between the educational segments and provide "best practices" for K-18 admissions and articulation activity, with the goal of improving transitions between K-12, postsecondary education and the California workforce. The project ends in 2002 and could serve as a model for regional collaboration.

24. Steven Klein (June 2001). Financing Vocational Education: A State Policymaker's Guide. MPR Associates.